X-DBER Conference
Virtual event to be held April 3-5, 2023
The discipline-based education research (DBER) community at the University of Nebraska-Lincoln (UNL) will host its second X-DBER conference to discuss how theories, methods, and application of education research cross disciplinary boundaries. We plan to hold the second X-DBER Conference as a fully virtual meeting on April 3-5, 2023. The conference is hosted in the Central Time Zone.
The goal of this conference is to bring together DBER researchers from across disciplines (e.g., biology, chemistry, engineering, geoscience, math, physics) to learn about ongoing research and develop future directions. Conference session themes in 2023 are: educational tools and interventions; learning and cognition; diversity, equity, inclusion, justice and belonging; interdisciplinary research frontiers; and discipline-based education research methods.
Registration
We use the SciMath Portal for registration. Registration is now closed.
$40 for General | $20 for Students and Postdocs | Scholarship Request Available
Registration closed March 29, 2023, at 5 p.m. CT
The conference opens with a welcome address, followed by five themed sessions led by featured speakers:
Opening Keynote
Nicole LaDue, Ph.D.
Northern Illinois University
Earth and Atmospheric Sciences
Educational Tools and Interventions
Mariana Silva, Ph.D.
University of Illinois Urbana-Champaign
Computer Science
Learning and Cognition
Rachel Rupnow, Ph.D.
Northern Illinois University
Mathematical Sciences
Diversity, Equity, Inclusion, Justice, and Belonging
Tatiane Russo-Tait, Ph.D.
University of Georgia
Cellular Biology
Interdisciplinary Research Frontiers
Carina Rebello
Toronto Metropolitan University
Physics
Discipline-Based Research Methods
Field Watts, Ph.D.
University of Wisconsin-Milwaukee
Chemistry and Biochemistry
The conference opens with a speaker and a virtual poster session. Nicole LaDue of Northern Illinois University will kick off the conference, as interdisciplinarity is a hallmark of DBER and an important attribute of LaDue’s research is on spatial thinking in the geosciences. Each session theme has a featured speaker, followed by concurrent talks and daily small group discussions, which allow participants to further engage with the session themes. The concurrent talks give insights into other work being done in the field, and the subsequent discussions provide a venue for participants to consider cross-cutting findings and future directions. Altogether, the conference provides a timely venue for the DBER community to consider how cross-disciplinary research can address critical questions in STEM education.
The conference allows researchers and practitioners from around the globe to identify synergies in theoretical and research approaches across disciplines to help the diverse communities solve novel problems and translate research into classroom practices. This virtual setting allows researchers across all ranks (e.g., graduate students, postdocs, faculty, other researchers) to present their work to a global audience and helps connect these researchers to broader communities and research projects.
The X-DBER 2021 conference was held in March 2021. More than 550 people registered to attend the X-DBER 2021 conference; participants came from 11 countries and 41 states in the U.S.
Schedule
Monday | April 3
10:00 - 11:00 am
Welcome
Wendy Smith and Amy Goodburn
Opening Speaker
Nicole LaDue
11:00 am
Break
11:15 am - 12:00 pm
Poster Session A
12:00 - 12:45 pm
Lunch Break
12:45 - 1:30 pm
Poster Session B
1:30 pm
Break
1:45 pm - 2:30 pm
Featured Speaker
Mariana Silva
Educational Tools and Intervention
2:30 - 2:45 pm
Break
2:45 - 3:40 pm
Concurrent Sessions
Educational Tools and Intervention
2:45 - 3:00 pm
Requiring proficiency while allowing for failure
Chris Fischer, University of Kasas
PubNavigator science communication literature promotes science reasoning and student engagement
Rosario Marroquin-Flores, Texas Tech University
Topic modeling Communities of Practice to identify learning barriers
Tim Ransom, Clemson University
3:05 - 3:20 pm
GraphSmarts: Developing a performance-based assessment of graphing skills
Jaz Donkoh, SimBiotic Software
Unpacking the 'black box': How do student values, behavior, and video content interact to determine student success in a flipped course?
Derek Sollberger, University of California Merced
Building a smart assessment tool to improve classroom assessment in large introductory STEM courses
Hua-Hua Chang, Purdue University
3:25 - 3:40 pm
Creating virtual reality and demonstration videos to support student learning of geoscience
Joseph Lyon, Purdue University
Enhancing STEM education through computer adaptive testing and cognitive diagnosis
Amirreza Mehrabi, Purdue university
Comparing effects on expert-like attitudes and scientific reasoning skills from introduction of supplemental activities in a general education STEM course
Raymond Zich, Illinois State University
Changing the approach to summative assessments in the online environment by using real-time data
JBryn Benford, Lone Star College
3:40 - 3:45 pm
Break
3:45 - 4:05 pm
Small Group Discussions
4:15 - 5:15 pm
Concurrent Workshops
How do "well-meaning" STEM faculty of privileged identities sustain inequity?
Melissa Dancy and Charles Henderson, Western Michigan University
Designing exam questions that target scientific practices
Crystal Uminski, University of Nebraska-Lincoln
Supporting student learning and perception accuracy with a web-based tool: CLASS
Jason Jones, North Carolina State University
Skynet sponsored metacognition: Harnessing the power of AI to empower student success
Tatiana Ballion, Wayne State College & Sidra Van De Car, Valencia College
Tuesday | April 4
10:00 - 10:45 am
Featured Speaker
Carina Rebello
Interdisciplinary Research Frontiers
10:45 - 11:00 am
Break
11:00 - 11:55 am
Concurrent Sessions
Interdisciplinary Research Frontiers
11:00 - 11:15 am
Exploring theoretical frameworks to guide the design, evaluation, and collaboration in an interdisciplinary institute
Soumi Mukherjee, Purdue University
The effects of course context on the mechanistic explanations of students co-enrolled in introductory chemistry and biology
Megan Shiroda, Michigan State University
Investigation of students’ cross-disciplinary understanding of energy
Emily Borda, Western Washington University
Exploring students' dominant approaches to productively managing uncertainty
Mary Tess Urbanek, Benjamin Moritz, and Alena Moon, University of Nebraska-Lincoln
11:20 - 11:35 am
Dynamic transfer of energy and matter: Exploring how science and engineering students frame the first law of thermodynamics
Alexander Parobek, Purdue University
A contrasting case study: Exploring the interplay between students' disciplinary content knowledge and covariational reasoning skills in graphical interpretation
Nigar Altindis , University of New Hampshire
Toward water literacy: Analysis of standards for teaching and learning about water
Silvia Jessica Mostacedo Marasovic, University of Texas at Arlington
Strengthening STEM and Humanities departments with the Effective Practices for Physics Programs (EP3) Guide
Christine O'Donnell, American Physical Society
11:40 - 11:55 am
Scientific practices in introductory chemistry, biology and physics laboratory courses
Tra Huynh, Norda Stephenson, Lina L. Dahlberg, Katherine Hunter, Lukas Spring, Elayna Worline, Western Washington University
Characterizing learning environment for quantitative reasoning skills in undergraduate biology
Anum Khushal, University of Nebraska, Lincoln
Interdisciplinary connections between place, proximity, and socio-environmental problems perceived by undergraduate students
Emily Royse, University of Northern Colorado
The effect of value-focused discussions on scientists’ ethical decision making
Tyler Garcia, Bill Bridges, Scott Tanona, Jonathan Herington, James T. Laverty, Kansas State University
11:55 am - 12:45 pm
Lunch Break
12:45 - 1:30 pm
Featured Speaker
Rachel Rupnow
Learning and Cognition
1:30 - 1:45 pm
Break
1:45 pm - 2:40 pm
Concurrent Sessions
Learning and Cognition
1:45 pm - 2:00 pm
Investigation of the rationale for graduate students’ perceived value of professional skills
Jherian Mitchell-Jones, Haleigh Machost, Brandon J. Yik, Marilyne Stains, University of Virginia
The influence of leadership style on student group work in a large lecture class
Andy Cavagnetto, Dana Roach, Nyck Ledezma, Erika Offerdahl, Jessie Arneson, & Jacob Woodbury, Washington State University
Emergent Explicit Regulation in collaborative college science classrooms
Ying Cao, Pierre-Philipee Ouimet, Tong Wan, Drury University
Conflicting representations of bond breaking and formation in chemistry and biology textbooks: A case study of ATP hydrolysis
Mingyu Yang, Massachusetts Institute of Technology
2:05 pm - 2:20 pm
Outcomes from STEM graduate student teaching professional development programs: a meta-analysis
Grant Gardner, Alyssa Freeman, Chelsea Rolle, Kadence Riggs, Middle Tennessee State University
Introducing an instructional model for teaching blended mathematical sensemaking in science in undergraduate introductory STEM courses
Leonora Kaldaras, Carl Wieman,University of Colorado Boulder, Stanford University
Guiding students toward effective learning strategies using a confidence-based quizzing tool in an introductory geoscience course
David McConnell, North Carolina State University
When learning stumbles upon identity: On the challenges of collaborations
Igor' Kontorovich, The University of Auckland
2:25 pm - 2:40 pm
Expert and novice methods and understanding of taxonomy and evolutionary relatedness
Tina A. Marcroft, Regis Komperda, and Stanley Lo, SDSU and UCSD
How the hands speak louder than words: Gestures embodying symmetry elements in inorganic chemistry
Jacob Markut, University of Illinois Chicago
Socially Mediated Metacognition during undergraduate lab group discussions about modeling of complex biological systems
Lyrica Lucas, University of Nebraska-Lincoln
Exploring student reasoning trajectories in physics using dual-process theories of reasoning
Em Sowles, Thomas Fittswood, MacKenzie R. Stetzer, University of Maine
2:40 - 2:45 pm
Break
2:45 - 3:25 pm
Small Group Discussion
3:25 - 3:30 pm
Break
3:30 - 4:30 pm
Concurrent Workshops
Positionality statements: Fostering inclusion in the classroom and transparency in STEM educational research
Silvia Mazabel, Laura Lukes, Sarah Bean Sherman, Shandin Pete, Brett Gilley, University of British Columbia
Evidence that scales: Two analysts’ perspectives on STEM education data
Dr. Rebecca Rosenblatt and Dr. Frances Carter-Johnson, National Science Foundation
Lesson study as a teaching professional development opportunity for professional track faculty
Katherine Ryker, University of South Carolina
Moving toward convergence: The role of interdisciplinarity in working with authentic data
Jessica Karch, Tufts University
Wednesday | April 5
10:00 - 10:45 am
Featured Speaker
Field Watts
Discipline-based education research methods
10:45 - 11:00 am
Break
11:00 - 11:55 am
Concurrent Sessions
Discipline-based Education Research Methods
11:00 - 11:15 am
Narrative methods in discipline-based education research
Sebastian Dziallas, University of the Pacific
An analysis of the reflective writings of new faculty: An investigation into faculty’s considerations, reactions, and planning when addressing difficult teaching situations
Haleigh Machost, University of Virginia
Comparing the efficacy of fixed effect and MAIHDA models in predicting outcomes for intersectional social identity groups
Ben Van Dusen, Iowa State University
Student experiences in the UIC STEM Initiative CoLab Program
Adrian Wierzchowski, University of Illinois at Chicago
11:20 - 11:35 am
DBER as imagined by emerging STEM education researchers
Shams El-Adawy, Kansas State University
Explaining math and biology instructors’ teaching practices using the theory of planned behavior
Tim Archie, University of Colorado Boulder
Network analysis of students’ conceptual interpretations of quantum mechanics expressions across curricula
William Riihiluoma, University of Maine
Knowledge is not power: The evolution of problem-solving practices and decisions involved in clinical reasoning
Marcos Rojas, Shima Salehi, Argenta Price, Stanford University
11:40 - 11:55 am
Materialist perspectives as a post-constructivist framework in DBER
Donald Wink, University of Illinois Chicago
A novel framework for studying social learning of teaching practices: A case study of chemistry graduate teaching assistants
Walker Mask, University of Kentucky
Topic analysis of student essays in a physics course for engineers
Amir Bralin, Ravishankar C. Subramaniam, Jason W. Morphew, Carina M. Rebello, N. Sanjay Rebello, Purdue University
Identifying, isolating and overcoming hazards in scientific reasoning
Megan Nagel, Penn State Greater Allegheny
11:55 am - 12:45 pm
Lunch Break
12:45 - 1:30 pm
Featured Speaker
Tatiane Russo-Tait
Diversity, Equity, Inclusion, Justice, and Belonging
1:30 - 1:45 pm
Break
1:45 pm - 2:40 pm
Concurrent Sessions
Diversity, Equity, Inclusion, Justice, and Belonging
1:45 pm - 2:00 pm
Investigating changes in identity status of undergraduate students at a Hispanic-serving institution using the PISQ-5D questionnaire
Cameron Bechard, University of Central Florida
The critical perspective on AsianCrit for Asian women in STEM education
Minah Kim, Florida State University
Perspectives from undergraduate science instructors: Are we equipped to effectively accommodate students with disabilities in our classrooms?
Emma Goodwin, Arizona State University
“I am working 24/7, but I can't translate that to you”: The experiences of chemistry trainees from English-as-an-additional language backgrounds
Jacky M. Deng, University of Ottawa
2:05 pm - 2:20 pm
Inequities and misaligned expectations in Ph.D. students’ search for a research group
Mike Verostek, University of Rochester and Rochester Institute of Technology
Christian student experiences during peer interactions in undergraduate biology courses
Baylee Edwards, Arizona State University
Student expectations of collaborative teamwork in a project- and team-based undergraduate physics course
Isaura J. Gallegos, Harvard University
Designing a study to examine undergraduate student perceptions of the geosciences and geoscience careers
Leah M. Wiitablake, Clemson University
2:25 pm - 2:40 pm
Undergraduate STEM students' perspectives on inclusive pedagogy in STEM classrooms
Caley Valdez, Colorado State University
A Critical Race Theory approach to measuring students’ cultural strengths
Mason Tedeschi, Texas Tech University
Exploring the journeys of STEM faculty into justice-centered pedagogy
Desiree Forsythe, Chapman University
Departmental climate and policies affect undergraduate success
Brandi Lohman, Kansas State University
2:40 - 2:45 pm
Break
2:45 - 3:25 pm
NSF Vision Session
Featured Speakers and Recordings
Nicole LaDue, Ph.D. Recording
Department of Earth, Atmosphere and Environment, Northern Illinois University
Dr. LaDue’s research leverages methods and theory from cognitive and educational psychology to solve problems in geoscience and STEM education. Interdisciplinarity is a hallmark of discipline-based research and an important attribute of Dr. LaDue’s research is on spatial thinking in the geosciences. Recent work on the theoretical underpinnings of active learning in STEM and in GER are examples demonstrating the benefits of collaboration between DBER and non-DBER researchers. Collaboration beyond our traditional borders can accelerate our findings and build capacity for new research.
Mariana Silva, Ph.D. Recording
Department of Computer Science, University of Illinois Urbana-Champaign
Dr. Silva is known for her teaching innovations and her research in large-scale computer-based assessments and collaborative learning in STEM university courses, with extensive experience in course development for engineering, computer science, and mathematics. She is currently the PI for the NSF IUSE grant, “Enhancing equity and access via digitally-mediated collaborative learning experiences,” which aims to explore the interconnections between online learning, equity, and access. Silva is passionate about teaching and improving the classroom experience for both students and instructors.
Rachel Rupnow, Ph.D. Recording
Department of Mathematical Sciences, Northern Illinois University
Dr. Rupnow investigates connections across contexts related to the teaching and learning of undergraduate mathematics. This includes examinations of mathematicians’ homework assigning practices, conceptual understandings of content in proof-based courses, and relationships between beliefs and instruction across STEM disciplines. Recently, she has focused on what “mathematical sameness” means to faculty and students, with a goal of increasing conceptual coherency across mathematics and of creating robust connections between mathematics content and applications to science and engineering.
Tatiane Russo-Tait, Ph.D. Recording
Cellular Biology, University of Georgia
Dr. Russo-Tait investigates components of college STEM learning environments and culture to understand how to best promote equity and justice in STEM education. Her current research focuses on the equity-related beliefs and practices of college science instructors, and the experiences and perspectives of students from minoritized backgrounds in college science classrooms.
Carina Rebello, Ph.D. Recording
Department of Physics, Toronto Metropolitan University
Dr. Rebello specializes in science education and physics education research. Her work takes an interdisciplinary approach to the study of teaching and learning. Her research draws on research in other fields, such as the learning sciences, psychology, cognitive science, and the use of technology in physics education, to study the dynamics of learning and to develop models of how physics students think. She applies these models to tackle a broad range of issues related to physics education, with a strong focus on transfer of learning to unique contexts, evidence-based reasoning, scientific argumentation, design thinking, computational thinking, and problem-solving.
Field Watts, Ph.D. Recording
Department of Chemistry & Biochemistry, University of Wisconsin-Milwaukee
Dr. Watts conducts research investigating instructional approaches to elicit and support student reasoning, with a specific focus on writing tasks in chemistry courses. His research explores the application of machine learning and automated text analysis to deliver automated feedback to students and instructors. Dr. Watts’ goal is to characterize high-impact instructional practices and develop strategies to support their use in the classroom.
Meet the planning committees
UNL Organizing Committee: Brian Couch (Biological Sciences), Joe Dauer (Natural Resources), Tomas Helikar (Biochemistry), Alena Moon (Chemistry), Grace Panther (Engineering), with support from UNL Center for Science, Mathematics, and Computer Education: Lindsay Augustyn, Mike Bergland-Riese, Debra Klimes
In addition to our organizing committee at Nebraska, seven individuals from the broader STEM education research community have joined us to form a scientific Content Committee. This committee will propose and develop session themes, facilitate presenter selection, and moderate conference sessions.
- Pamela Auburn (Chemistry, Lone Star College)
- Stephanie Gardner (Biological Sciences, Purdue University)
- Melinda Lanius (Math and Statistics, Auburn University)
- Laura Lukes (Earth, Ocean and Atmospheric Sciences, University of British Columbia)
- Jason Morphew (Engineering, Purdue University)
- Johnny Rodriguez (Chemistry and Biochemistry, University of Wisconsin-Milwaukee)
- Patricia Soto (Physics, Creighton University)